Review of Chemistry Learning Strategy Based on Process Oriented Guided Inquiry Learning (POGIL) Mela Ripa Jummaro, Sri Mulyani, Tuszie Widhiyanti, Wiji
The Education University (Universitas Pendidikan Indonesia)
Abstract
This study aims to review the application of Process Oriented Guided Inquiry Learning (POGIL)-based chemistry learning strategies through the analysis of reputable international journal documents between 2012 - 2022. The results of the analysis show that POGIL-based chemistry learning strategies applied to college student and high school student can improve learning achievement, self-efficacy, critical thinking, problem solving, science process skills, representational abilities, multiple intelligences and other skills. The chemical materials presented are basic chemistry, organic chemistry, physical chemistry, biochemistry and inorganic chemistry. In addition, several researchers used the POGIL syntax at different stages from the original idea of Moog and Spencer (2008) because the design of POGIL activities adapted to the skills to be improved. Furthermore, there are limitations to the application of POGIL-based chemistry learning strategies which require more time to implement.
Keywords: Learning Strategy, Process Oriented Guided Inquiry Learning (POGIL)
